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Link teacher behaviours: student nurses' perceptions

M E Wills1

  • 1University of Central England, Faculty of Health and Community Care, Birmingham, UK.

Nurse Education Today
|June 1, 1997
PubMed
Summary
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Third-year nursing students want more frequent and longer clinical teacher visits. Effective nurse educators excel in interpersonal skills, nursing competence, and teaching ability, enhancing student learning.

Area of Science:

  • Nursing Education
  • Clinical Supervision

Background:

  • The role of nurse teachers in clinical settings is critical for effective nurse education.
  • Existing literature primarily reflects educators' perspectives, with limited research on student nurses' views, particularly in the UK.
  • Understanding student-perceived effective teacher behaviors is essential for optimizing clinical learning experiences.

Purpose of the Study:

  • To explore the views of third-year Registered General Nurse (RGN) diploma students on helpful link teacher behaviors in clinical settings.
  • To identify specific teacher behaviors that students find most conducive to their learning.

Main Methods:

  • A descriptive survey design was employed.
  • One hundred and two third-year RGN diploma student nurses completed a written questionnaire.

Related Experiment Videos

  • Data collected included frequency and duration of link teacher visits and ratings of helpfulness for five categories of teacher behaviors, analyzed using descriptive statistics.

    • Main Results:

    • A significant majority of student nurses expressed dissatisfaction with the current amount of contact time with their link teachers.
    • A minimum duration for effective link teacher visits was identified.
    • Interpersonal skills and personality were rated as the most helpful teacher behaviors, followed by nursing competence, evaluation, and teaching ability.

    Conclusions:

    • The study highlights a need for increased and improved clinical teacher support for senior student nurses in the UK.
    • Findings underscore the importance of a teacher's interpersonal and clinical skills in facilitating student learning.
    • Recommendations are provided for developing a more effective link teacher support system to enhance the quality of nurse education.